Factors Affecting Environmental Activism, Nonactivist Behaviors, and the Private Sphere Green Behaviors of Thai University Students

Abstract

University students are expected by the general public to be active in pro-environmental behaviors due to their environmental knowledge and relevant education. However, it is still unclear whether students only educated in environmental knowledge will decide to engage in green behaviors. This study investigates factors that determine university students’ pro-environmental behaviors, which include environmental activism, nonactivism, and private sphere environmental activities. A proposed model for investigating such factors, which include environmental knowledge and attitudes, self-efficacy, self-obligation, behavioral control, and sociodemographic characteristics, was developed. Questionnaire surveys with 337 students enrolled at King Mongkut’s University of Technology Thonburi in the city of Bangkok, Thailand, were carried out. Multiple regression analyses were performed to test the effect of these potential factors on each type of behavior. The results showed that providing only environmental knowledge at a university may not contribute to any kind of pro-environmental behavior. It was found that environmental knowledge and attitudes had a significant effect on students’ nonactivist behaviors. Without positive environmental attitudes, but with environmental knowledge and self-efficacy, students decided to engage in environmental activism. In addition, male students were more likely to engage in environmental activism than female students. Finally, students’ engagement in private sphere green behaviors was attributed to self-obligation, environmental knowledge, and environmental attitudes, as well as grade point average (GPA). Students with a higher GPA were more likely to act environmentally. Therefore, to promote each type of environmental behavior, different environmental education strategies should be developed.

Environmental Volunteering Values among University Students: Comparison between Gender and Study Stream

“…Nevertheless, Piyapong's (2019) findings show that males have environmental value and are more likely to engage in environmental activities at a higher level than women. The differences in these findings were influenced by environmental factors such as workload, family commitment, and knowledge of environmental issues (Levine & Strube, 2012;Piyapong, 2019). A more detailed analysis found that Male students had higher egoistic values than women.…”

“…Boeve-de Pauw et al ( 2014) found that women have more pro-environmental values than men. Nevertheless, the results of Piyapong (2019) show that men have environmental value and are more likely to engage in environmental activities at a higher level than women. This reflects the value of environmental volunteerism is influenced by environmental factors such as workload, family commitment, and knowledge of environmental issues (Levine & Strube, 2012;Piyapong, 2019).…”

“…Nevertheless, the results of Piyapong (2019) show that men have environmental value and are more likely to engage in environmental activities at a higher level than women. This reflects the value of environmental volunteerism is influenced by environmental factors such as workload, family commitment, and knowledge of environmental issues (Levine & Strube, 2012;Piyapong, 2019). In Section B, the respondents must choose their answer based on a 5-points Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).…”

“…Past studies found that women are more likely to engage in environmental conservation than men (Lynn & Longhi, 2011;Macias & William, 2016). However, Xiao and Hong (2018) found men express more concern for the environment than women, while Piyapong (2019) reported that male students are more involved in environmental-related activities than female students.…”

Predicting environmental problem-solving skills with a dynamic system in elementary education

“…The activities should be promoted to students through various environmental activities to create sustainable development. The direction of the environmental activities will lead students to understand diverse concepts of environmentally friendly cities (Cavalheiro et al, 2019;Hu & Zheng, 2020;Lodato et al, 2018;Najim & Salman, 2020;Piyapong, 2019).…”